Personal, Social and Emotional Development

*JIGSAW UNITS in bold

Dreams and Goals

What skills do superheroes have? What makes a goodie and a baddie?

How would it feel to be a super hero and do good? What can we do that’s good?

Healthy me

Mfb40.1 Understands that own actions affect other people

Considering how they share, look after and talk to the ducklings and how this translates to treating each other.

 Mr40.2

Explains own knowledge and understanding, and asks appropriate questions of others.

Communication and Language

 How can we catch the evil pea?

Discuss the characters from the story.

Learn the story using a map and props.

La40.2 Two-channelled attention – can listen and do for short span.

U40.1

Responds to instructions involving a two-part sequence.

Following instructions about how to care for the ducks.

U40.3 Listens and responds to ideas expressed by others in conversation or discussion.

S40.4 Uses talk to organise, sequence and clarify thinking, ideas, feelings and events.

Sharing ideas on how to care for our ducks.

Physical Development

Can we complete the superhero agility course?

 Run, jump, shoot webs, climb, skip, hop like a hero?

 Can we build a super weapon in the construction?

 Can we build a supercar outside in big construction?

Mh40.4 Travels with confidence and skill around, under, over and through balancing

and climbing equipment.

Linking to farm theme.

Mh40.4 Handles tools, objects, construction and malleable materials safely and with increasing control.

 Hsc40.1 Eats a healthy range of foodstuffs and understands need for variety in food.

What foods come from animals? Trying different foods from animals.

 Mh 40.11 Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed. 

Literacy

Continue to use RWI scheme to teach phonics.

Read and learn the story.

 Learn new vocabulary.

 Wanted poster for the evil pea.

Continue to use RWI scheme to teach phonics.

R40.7 Enjoys an increasing range of books.

Sharing the story of the ugly duckling/ 3 little pigs etc

  R40.3 Can segment the sounds in simple words and blend them together and knows which letters represent

some of them.

R40.5 Begins to read words and simple sentences.

R40.8 Knows that information can be retrieved from books and computers.

Introduce non fiction books about chicks/ducks/lifecycles and farm animals

W40.5 Can segment the sounds in simple words and blend them together.

Can write simple words such as cow, sheep, pig.

W40.9 Attempts to write short sentences in meaningful contexts.

Maths

(*Maths mastery units in bold)

Numbers within 10

 Addition and subtraction within 10

 Numbers within 15

 N40.8 Counts an irregular arrangement of up to ten objects.

Counting farm animals in small world.

 N40.11 Finds the total number of items in two groups by counting all of them.

There are 3 sheep and 2 pigs. How many altogether? Practical work.

 Ssm40.4 Orders two or three items by length or height.

Looking at the farm animals by size.

Grouping and sharing

 Numbers within 20

 Double and half

 ssm.40.6 Sort, organise and compare different animals.

 Ssm.40.5 Order different fruits by size and weight.

 Ssm.40.1 Linking fruits to the different shapes e.g. satsuma is a circle/sphere

 ssm.40.8 Buying fruit, using coin during fruit time.

 n.40.15 Making a class graph of favourite fruits/animals. Comparing the favourites/least favourites.

Understanding the world

People who help us. Police, firemen, postman, doctor, nurse.

 Taking photos using green screen and with superhero costumes.

 Discussing range of fruit and vegetables.

Tw40.1 Looks closely at similarities, differences, patterns and change.

 Animals and their young. Naming and observing changes.

 Looking at features on animals.

 Observing how our ducks change.

 Looking at jobs of a farmer. Asking a farmer to come to school for the children to ask questions to.

 Looking at farm equipment and machinery.

 Starting our gardening outside. What can we plant? What do the plants need to grow?

Can we measure them?

Can we make a meal with what we have grown later on?

RE

(Taken from Doncaster syllabus)

*Festivals and celebrations to have as RE days/ weeks focus throughout year

Which places are special and why?

 Discuss places that are important to children, for example places to be happy, to have fun, to be quiet or to feel safe. When do they go to these places and what is it like being there?

 Looking at places of worship across religions.

 *Chinese new year 25^th Jan

 *25^th Feb Pancake day  (shrove tues/ash weds)

Which times are special and why?

 Significant time celebrated in school or in class. You might want to bring in birthday candles and ask children to talk about the significance of birthdays.

 Looking at festivals throughout the year and celebrating these.

*Hinduism Holi march 10^th

 *Christianity Easter

Expressive arts and design

Making superhero capes, masks.

 Can we create the vegetable characters from the story?

 Can we make a model of a superhero weapon or car?

 E40.1 Begins to build a repertoire of songs and dances.

Learn old MacDonald.

 E40.9 Selects appropriate resources and adapts work where necessary.

Can we build a model of a tractor using bricks/ outside construction?

Bi40.1 Create simple representations of events, people and objects.